Kindergarten lesson plan "Knowing Time"

Kindergarten Lesson Plan "Knowing Time"

Before teachers carry out teaching activities, they have to prepare lesson plans. With the help of lesson plans, teaching work can be made more scientific. What formats should you pay attention to when writing lesson plans? The following is a kindergarten lesson plan "Knowing Time" that I compiled for everyone for your reference. I hope it can help friends in need.

Kindergarten lesson plan "Knowing Time" 1

Purpose of the activity:

1. Distinguish the prominent features of day, night, morning and evening.

2. Understand the temporal relationship of simple time sequence.

Activity content:

Activity 1: Morning and evening

1. Show the pictures in the morning and evening and ask the children to observe.

2. Compare the differences between the two pictures.

3. Express the relationship:

In the morning, it’s dawn! The sun is coming out! The kids are up!

At night, it’s dark! The moon and stars are out! The kids are sleeping!

Tips: Give your children corresponding language input based on the specific details of a day’s life.

Activity 2: Our Day

1. Based on the actual situation of the family, record what the children and family do throughout the day (photo-style). For example: morning ---Get up, wash up, have breakfast, and go to kindergarten.

During the day---the children go to kindergarten and parents go to work.

In the evening---go home, eat, watch TV, play games, do housework, wash up, and get ready for bed.

Dark night---it is very dark, there are moon and stars in the sky, and everyone is sleeping.

2. Dialogue and communication:

What should you do after getting up in the morning?

Who goes to kindergarten during the day? Who has to go to work?

What can we do at night?

It’s dark and everyone is asleep. What time is this?

Tips: You can learn "first...then/then..." according to your child's understanding level, and understand the simple sequence of time, such as: "When I get up in the morning, I get dressed first, then wash my face and brush my teeth. . "I wash my hands first and then eat."

Activity 3: Game

1. The adult tells the situation and lets the child judge what time it is. (Day, night, morning, night)

For example: It’s dark and everyone is sleeping --- night

Children play games in the kindergarten --- day

When the sun comes out, the children sit on the bed and get dressed—morning

Take a bath and get ready for bed—evening

2. Adults prepare background pictures at different times. Play house with your children.

Activity points:

Combined with specific activities in daily life to help children understand the concept of time. Kindergarten lesson plan "Knowing Time" 2

Objectives:

1. Preliminarily understand the surface structure of the clock and the operation rules of the hour and minute hands, and learn to tell the hour.

2. Develop a good habit of working and resting on time and cherishing time.

3. Be willing to explore, communicate and share.

4. Promote the coordinated development of children’s innovative thinking and movements.

Content:

"Clock"

Preparation:

One clock model and several small clocks

Process:

1. Game: Guess riddles What kind of clock have you seen? (Alarm clock, desk clock, grandfather clock) What is the function of the clock? (Get up)

2. Distribute clocks , give each child a clock, and ask the children to observe (please tell the teacher what you see) Teacher: Are the two hands the same?

Summary: The shortest one is called the hour hand, and the longer one is the minute hand. There are numbers 1-12 on the clock face. There is 1 grid between the numbers and there are 12 grids in a row.

3. "The Tortoise and the Hare" story introduction: Who won?

Now the tortoise and the hare are competing again. The hare represents the minute hand, and the tortoise represents the hour hand. They compete on the same side. position to start the game. (The rabbit ran from 12 to 12, one circle; the tortoise ran from 12 to 1, one square) Who ran faster? Who ran faster, the minute hand or the hour hand? Then run again, where will the tortoise go?

Summary: The minute hand runs one circle and the hour hand runs one grid, which is one hour.

Four: Show three clocks and ask the children to observe.

Teacher: Are these three clocks the same? How are they the same? Are there any differences? Ask the children to answer.

Example: The minute hand points to 12, the hour hand points to 1, and it is 1 o'clock.

(The minute hand points to 12, what time the hour hand points to is what time it is) Game: To test you, ask the children to dial the clock.

Then ask the children to think about it, how to record the time? (Write the hour on the hour, two dots, two 0s, indicating the hour)

5. Games: "What time is it, Old Wolf?"

The children said: What time is it, Old Wolf? The teacher showed the card and the children dialed.

6. Show two pictures, what did you find?

Why are the children doing different things at the same time?

What is your day like? Arranged? Go home and make a schedule with your mother.

Teaching reflection:

Children are very interested and remember the time, which cultivates their good habit of loving time. Kindergarten lesson plan "Knowing Time" 3

1. Teaching objectives

(1) Knowledge and skills

Through intuitive operations and demonstrations, let students experience observation and operation And through the process of induction, initially establish the time concept of hours and minutes, knowing that 1 hour = 60 minutes.

(2) Process and method

Know the meaning of the scale on the clock face, and be able to read and write the time and minutes.

(3) Emotional attitudes and values ??

Feel the close connection between time and life, and develop the good habit of cherishing time.

2. Objective Analysis

This lesson is based on the understanding of clock faces and hours in the first grade, so that students can further understand the time, minutes and half-hour. First of all, through the hour hand and minute hand, large grid and small grid on the clock face, we can understand that one hour is equal to one large grid of the hour hand, and one minute is equal to one minute when the minute hand moves one small grid. Then let students carefully observe the rotation of the hour and minute hands to discover the relationship between hours and minutes and know that 1 hour = 60 minutes.

3. Important and difficult points in teaching

Teaching focus: be able to count minutes accurately (5 points, 5 points), and be able to accurately recognize, read and write time and minutes.

Teaching difficulties: Correctly understand the time difference of hours and minutes, and initially establish the time concept of hours and minutes.

4. Teaching preparation

Courseware, clock face

5. Teaching process

(1) Games stimulate interest and introduce new lessons

1． Introduction of games, perception of relationships

(1) Numbering game.

Game rules: Ask 12 students to stand on the podium and report the number one by one first. The students in the audience will record the number of the last student. Then report the number five and five. The students in the audience record the time the last student has checked in.

(2) The whole class will participate in the game in groups.

(3) Teachers and students summarize the rules of numbers in the game.

2. Create situations and introduce new lessons

(1) Teacher introduction: There are also 12 number friends in our class today, and they are also related to the number 60.

(2) The courseware shows the theme picture of Example 1. Ask students to try to read the time on the clock and introduce their own ideas.

(3) Introduce new lessons and write topics on the blackboard.

The design intends to introduce new lessons through the counting game, which is of interest to students, to trigger students' observation and fully mobilize students' enthusiasm and initiative in learning. When students observe the topic map of Example 1, they not only review their existing knowledge, but also stimulate their interest in exploring new knowledge.

(2) Observation experience, activity exploration

1. Know 1 minute and how many minutes

(1) Know the clock face.

① Observe the clock face learning tools carefully, and talk to each other about what is on the clock face?

②Count the large squares on the clock face.

③Use your favorite method to count the cells on the clock face.

(2) 1 point for understanding.

①What does it mean when the minute hand moves a small grid on the clock (the courseware focuses on the small grid on the clock)?

② Let the students set aside 1 point on the clock face tool and check with each other at the same table.

(3) How much do you know.

①How many minutes does it take for the minute hand to move two small divisions on the clock face? What about 3 small grids and 4 small grids?

② (Courseware Demonstration) The minute hand goes from scale 12 to scale 1. How many minutes have passed? Why?

③Students work in groups and count or calculate to see how many minutes the minute hand has passed from scale 12 to each scale on the clock face.

④After the student group communication, report.

⑤The teacher’s courseware demonstrates that the minute hand points from scale 12 to 1, 2, 3, 4 and other scales in order, allowing students to try different methods to quickly remember how many points each scale number represents.

⑥Memory game: Two people at the same table have one person move the minute hand to different scale numbers, and the other person answers how many minutes each is. You can exchange them.

2. Understand the relationship between hours and minutes

(1) Teachers and students pick up the clock face, set the time to 12 o'clock, and observe where the hour and minute hands are at this time.

(2) Starting from 12 o'clock, students will turn clockwise on the clock face while reading. The teacher can choose a few times to check whether the students' hands and mouth are consistent. Students set the time limit to 12:30, and the teacher's 30-minute explanation can also be said to be half an hour.

(3) Let students continue to turn the minute hand to 12, and let students read the time on the clock face. This clock face indicates 1 o'clock.

(4) Carefully observe the current position of the hour hand and minute hand, and talk about the similarities and differences with the position of the hour hand and minute hand at 12 o'clock.

(5) Guide students to summarize: the minute hand moves in one circle, and the hour hand moves in one large square. The teacher writes on the blackboard: 1 hour = 60 minutes.

The design intention is to use the clock face learning tool to dial a dial, and strive to enable every student to understand the meaning of the minute hand and distinguish the difference between the hour hand and the minute hand. Let students observe carefully, explore independently, cooperate and communicate, mobilize students' multiple senses, accurately understand 1 hour = 60 minutes, and break through the key and difficult points of teaching.

3． Reading and writing time

(1) The courseware shows the three clock faces in Example 2, allowing students to read out the time independently first, and then try to write it out.

(2) The teacher specifically guides three representative times: the first picture emphasizes the reading and writing of hours and minutes; the second picture emphasizes the two reading methods of half time; the third picture emphasizes the reading and writing of half time; Emphasize that whenever the minute hand passes halfway, the hour hand will approach the next scale, and you must carefully distinguish it.

(3) Summary method for teachers and students: when the hour hand passes the number 4, the number of small spaces the minute hand moves from 12 is the number of minutes at 4 o'clock.

(4) Trial reading time.

①Review the topic picture of Example 1 again and try to read the class time in the picture.

② Name students to introduce their own reading and writing methods.

The design intends that teachers provide targeted guidance after students learn independently, and then allow students to introduce their own experiences and methods, which fully reflects students’ learning autonomy, greatly stimulates students’ interest in learning, and also makes them I further understood the method of reading the time.

(3) Consolidate practice and deepen understanding

1. Tell the time by looking at the clock face

After students independently complete the exercises on page 91 of the textbook, share the reading methods with the whole class.

2. Indicate work and rest time

Complete question 1 of Exercise 23 on page 93 of the textbook.

3． Continuously

Complete Question 2 of Exercise 23 on page 93 of the textbook.

The design intention is to fully explore some materials that students are interested in and close to real life in the design of exercises, so that students can fully experience the close connection between mathematics and life.

(4) Class summary and clear goals

1. The time of a class has passed before you know it. Can you read the time when get out of class ends? (The courseware shows a clock)

2. Educate students to cherish time. Kindergarten lesson plan "Knowing Time" 4

Activity goals:

1. Let children initially understand the meaning of morning, day, evening, and night, and be able to use these words correctly.

2. Allow children to initially perceive the concept of day and night, and cultivate their initial concept of time.

3. Develop visual inspection and judgment.

4. Cultivate children’s spirit of experimentation and develop their thinking agility and logic. 5. Preliminarily cultivate the ability of observation, comparison and reaction.

Activity preparation:

One picture each in the morning, during the day, in the evening, and at night.

Activity process

1. Look at the picture and understand the time based on life experience.

1. Know the morning. Show me your morning picture: What’s on it? When was this? (Morning) Why? (Because the sun has risen, the children are washing up.) Take the children to read the words: morning. What should children do after getting up in the morning? Educate children to get up early and come to the kindergarten to participate in morning exercises.

2. Understand the daytime. Show the daytime picture and ask the children to talk about what is drawn on the picture. When is this (during the day) and why? (The sun is hanging in the sky, and the children are playing games.) Read vocabulary with young children: during the day. Is it daytime now? (Yes) Why? (Without turning on the lights, we can see things in the distance) What do we children do during the day? Guide children to talk based on their own life experiences.

3. Get to know the evening. Show a picture of the night: What’s in the picture? When was it? (Night) How do you know it's night? (The moon and stars are out, the lights are on at home, the children and their parents are watching TV) Lead the children to read vocabulary: night. Will the street lights be on at night? If there are no street lights, can we see clearly? (Can't) Let children talk about what they do at home at night?

4. Know the night. Show me the night picture: What’s on the picture? When was it? (Dark Night) Why? (There are moon and stars, the lights are turned off, and the child is asleep on the bed) Read the vocabulary words with the children: dark night. Let the children talk about whether they fall asleep like the children in the picture in the dark. Educate young children to go to bed early and get up early.

2. Understand the change of time between day and night.

1. After our children get up in the morning, they go to kindergarten. We play games together during the day, go home at night, and sleep at night. We started activities again the next day, and as day after day passed, the children slowly grew up.